DOCUMENT RESUME
ED 476 249 FL 801 585
AUTHOR Bailey, Elizabeth M.; Schaffer, Deborah L.
TITLE Neighbor to Neighbor: An English as a Second LanguageCurriculum for Volunteers.
INSTITUTION Arlington County Public Schools, VA. REEP, ArlingtonEducation and Employment Program.
PUB DATE 1994-00-00NOTE 461p.; Commissioned by the Arlington Cooperative Extension
Service Bilingual Outreach Program with an Innovations inState and Local Government Award sponsored by the FordFoundation and the John F. Kennedy School of Government atHarvard University.
AVAILABLE FROM Arlington Education and Employment Program, Vocational,Career & Adult Education, Arlington Public Schools, 2801Clarendon Boulevard, Room 218, Arlington, VA 22201. Web site:http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/history.htm.
PUB TYPE Guides Classroom Teacher (052)EDRS PRICE EDRS Price MFO1 /PC19 Plus Postage.
DESCRIPTORS Adult Education; *Curriculum Development; *English (SecondLanguage); Second Language Instruction; Visual Aids;*Volunteers
ABSTRACT
This curriculum is divided into eight modules: personalidentification (name, native country, family, address, and telephone number);time and calendar (time, daily routine, days, and months); weather andseasons; shopping (money and price of clothes); location and direction;health (body parts, problems, and emergencies); housing (rooms/furnishingsand problems); and employment (job titles and work experience). Each moduleis divided into units with communication objectives the students are toachieve. Each module follows the same format: module page; unit cover page;unit lesson plan (presentation, practice, and expansion); and handouts. Eachmodule has visuals which serve as graphic representations of the languagebeing taught. Cue cards and handouts are included. (Adjunct ERICClearinghouse for ESL Literacy Education.) (SM)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Lid_
VQLO Arlington Education and Employment Program (REEP Program)CD Vocational, Career & Adult Education00 Arlington Public Schools
NEIGHBOR TO NEIGHBORAn English as a Second Language Curriculum for Volunteers
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
FThis document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Elizabeth M. BaileyDeborah L. Schaffer
Commissioned by the Arlington Cooperative Extension ServiceBilingual Outreach Program
2801 Clarendon Boulevard, Room 218Arlington, Virginia 22201
BEST COPY AVAILABLE 2L
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TncianiComaoc
1
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
NEIGHBOR TO NEIGHBORAn English as a Second Language Curriculum for Volunteers
Elizabeth M. BaileyDeborah L. Schaffer
Commissioned by the Arlington Cooperative Extension ServiceBilingual Outreach Program
Arlington Education and Employment Program (REEP Program)Vocational, Career & Adult Education
Arlington Public Schools2801 Clarendon Boulevard, Room 218
Arlington, Virginia 22201
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The Arlington Cooperative Extension Service Bilingual Outreach Program funded this curriculumproject with an Innovations in State and Local Government Award sponsored by the FordFoundation and the John F.Kennedy School of Government at Harvard University.
Copyright ©1994, Arlington County Public Schools, Arlington, Virginia.
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ACKNOWLEDGEMENTS
We would like to thank:
Inaam Mansoor, Director, Arlington Education and Employment Program, forenvisioning the final product.
Danielle Ewen for making it beautiful.
The Arlington Cooperative Extension Service Bilingual Outreach Program staff--paidand volunteer--for their inspiration, input and patience.
Resources for visuals:
Basic Vocabulary Builder, National Textbook Co.Practical Vocabulary Builder, National Textbook Co.The Card Book, Alemany Press
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Introduction
Module 1 -UnitUnitUnitUnitUnit
Module 2 -UnitUnitUnitUnit
Module 3 -UnitUnit
Table of Contents
1
- Personal Identification 81: Name 92; Native Country 123: Family 154: Address 195: Telephone Number 22
- Time and Calendar 251: Time 262: Daily Routine 293: Days 324: Months 36
Module 4 -UnitUnit
Module S -UnitUnit
Module 6 -UnitUnitUnit
Module 7 -UnitUnit
Module 8 -UnitUnit
- Weather and Seasons 401: Talk about the Weather 412: Identify Seasons 44
- Shopping 471: Money 482: Price of Clothes 52
- Location and Direction 561: Location 572: Directions 62
- Health 661: Parts of the Body 672: Problems 713: Emergencies 75
- Housing 801: Rooms/Furnishings 812: Problems 85
- Employment 881: Job Titles 892: Work Experience 92
USING THE CURRICULUM
The Neighbor to Neighbor curriculum was written to meet the needs of volunteers teachingbeginning level English as a Second Language to adults. The goal of the program is to assistnewcomers become integrated more quickly into the community in which they live. Thecurriculum is divided into eight modules:
1. Personal Identification2. Time and Calendar3. Weather4. Shopping5. Location and Direction6. Health7. Housing8. Employment
Each module is divided into units - the communication objectives the students are to achieve.For example: HEALTH 3. REQUEST ASSISTANCE IN AN EMERGENCY SITUATION.The objective of the third unit in the Health module is that students will to be able to makeemergency phone calls.
Each module of the curriculum follows the same format:
1. MODULE PAGE - Identifies the objectives of the module
2. UNIT COVER PAGE - Presents the objectives, language examples, grammar, andmaterials needed to teach the unit
3. UNIT LESSON PLAN - Gives instructions for teaching the unit
Each lesson plan is divided into three parts:
PRESENTATION: How to introduce the new material
PRACTICE: How students will practice the language taught
EXPANSION: Additional activities
4. HANDOUTS - The written activities which go along with the lesson
Every MODULE has visuals which serve as a graphic representation of the language beingtaught.
To prepare for a class, look at the UNIT COVER PAGE to become familiar with theobjective of the unit and to determine the visuals, handouts, and other materials needed toteach the lesson. Then familiarize yourself with the UNIT LESSON PLAN.
TEACHING A CLASS
Because of variations in class size, class make up, and the number and length of classsessions, it is not possible to determine how long it will take to complete a unit. In addition,some units contain more material than others and will require more class time. It is notexpected that all students will be able to learn all the material taught in any unit. This is nota problem, however, since language skills are recycled throughout the curriculum.
Since this is an open entry program, you may see some different faces each time you teach.It is helpful to have students make namecards. Have students write their names on foldedindex cards or paper to put on their desks. In this way you will know your students' names,and they will also know each other's names.
Although your students will not be able to speak much English, it is important to let themknow what the objective of the lesson is. It helps the students to know what to focus on andwhat they are expected to learn. This can be accomplished by simply saying, "Tonight weare going to talk about money." You can continue setting the scene for the class by talking alittle more about how the topic is related to their lives. For example, "We use money to buythings."
PRESENTATION During the presentation portion of the lesson we introduce the newlanguage and vocabulary to the students. This is usually done by using visuals and/or realia(actual items). Try to teach the vocabulary within a natural context. Rather than saying,"This is a foot," say "My foot hurts." At this time the students are listening first as theteacher repeats a phrase or sentences. After having heard the new language a few times, thestudents are then asked to repeat it.
The phrase first chorally, then individually appears frequently throughout the presentationsection of the lesson. It is best for a student to first repeat something with the whole groupbefore being asked to say it on his/her own. Students often need a chance to try things out inthe anonymity of a group, without fear of others hearing mistakes. (There is safety innumbers!)
After each visual is introduced to the class, it is displayed in the front of the room. As youcontinue with the other visuals be sure to review and check for comprehension. Keep goingback so that students remember what they have been taught for each visual.
PRACTICE While this may take up less space in the lesson plan than the presentation, itactually is the core of the lesson. Having students use the language taught is, of course, theaim of the lesson so most of the class time should be devoted to practice.
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There is usually an activity which involves the students using the visuals. The teacher asks aquestion or makes a statement and the student with the corresponding visual brings it to thefront of the room. This whole group activity is then followed by pair or small group work.The students practice a short dialogue or work with questions and answers using cue cards orreferring to a handout.
The focus of much of the presentation and practice is speaking, not writing. This is becausethat is how most communication takes place on a day to day basis. At this point, speakingand listening are the main focus.
After the students have had an opportunity to practice with each other, there is often ahandout which serves as a written comprehension check. You can see if the students haveunderstood the lesson. The students can see for themselves if they understand is as well.These handouts also give the students a printed page to take home and study. Since theyhave no text books, these handouts and their picture dictionaries are important for them.
EXPANSION This section of the lesson plan gives suggestions for additional activities andideas for field trips. The activities can be done with the whole group or may be moreappropriate for certain small groups of students. If some students need more practice with thebasic lesson, other students can work on an expansion activity. Expansion activities ofteninvolve writing. Students with higher writing skills could do these while others continueworking on their oral skills. You can work with one group of students while another workson their picture dictionaries.
Picture dictionaries provide the students a way to remember vocabulary learned in class andto expand on that vocabulary. Keep magazines and catalogues, scissors, and tape or glueavailable in the classroom. Students cut out pictures, attach them to paper, and label them.This is especially useful for topics like parts of the body, clothing, colors, family, andfurniture.
Field trips offer valuable learning experiences for students. The outside-the-classroomactivities suggested in the expansion section of the lesson plans are directly related to thetopic of the lesson. These trips would let the students see what they have been studying andgive them an opportunity to use the language in a real-life situation. Also, students who arehesitant to participate inside a classroom often open up when outside.
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USING VISUALS
The visuals used with this curriculum are a link between words and the world -- the students"see" what they are learning about. Whenever possible, pictures from magazines or othersources and realia, actual items, should also be used.
INTRODUCING1. Hold up visual. Identify what it is by saying, "This is asimple sentence, "My foot hurts."
or by using a
After you repeat this several times, the students repeat, first chorally (as a group), andthen individually. Display the visual on the board when through.
REVIEWING1. Point to visuals displayed on the board and ask a variety of questions:
Where is the ? (Students point.)
Is this a
Is this a or a
What is this?
2. Hand out the visuals to the class. Ask questions or make statements so that thestudent with a specific visual will bring it to the front of the class.
Who has a ? (cold)
I need a . (shirt)
I'm going to the . (library)
3. Hand out visuals to the class. Ask students questions which they answer using thevisuals they are holding.
T: How's the weather? S: It's hot. (Holds up visual.)
4. Write numbers on the board. Ask that visuals be placed under certain numbers.
Put under 1.
The is number 5.
5. Use word labels to identify written form of the visuals on the board. Havestudents match labels with visuals.
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LINE DIALOGUES
This activity gives students the opportunity to practice short dialogues over and over againwith different partners. It also encourages peer teaching.
1. Students form two lines facing each other.
2. Students in LINE A have cue cards. These cue cards are used to elicit responsesfrom students in LINE B.
3. LINE A remains stationary, repeating the same questions while LINE B looks atcue cards, responds, and moves right. The last person moves to the beginning of theline. Continue until everyone in LINE B has responded to everyone in LINE A. Allpairs are talking at the same time.
4. LINE A gives cue cards to whomever is opposite in line B. Repeat the procedure.
EXAMPLE: Health Problems
Al A2 A3 A4
B1 -*B2 ---> B3 -> B4
LINE A has cue cards of health problems.
A1: (holding up fever card) How are you?B1: I'm sick. I have a fever. [Moves down the line to A2]A2: (holding up cold card) How are you?B1: I'm sick. I have a cold. [Moves down the line to A3]
The teacher can monitor by standing outside the lines or by participating in either one of thelines.
In the beginning this technique may seem a bit chaotic. However, as it becomes part of theclass routine and the students get used to it, it will prove to be a very valuable practiceactivity.
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PRONUNCIATION
Second language learners have pronunciation problems for a variety of reasons. The mostcommon are:
- the sound does not exist in the first languagethe sound exists in a different position
The pronunciation of certain sounds or combinations of sounds can be very difficult for somestudents. Therefore, it is important not to spend too much time on pronunciation problems asit can really frustrate and inhibit students. As a general rule, do not be too concerned with apronunciation problem unless it truly impedes communication.
MINIMAL PAIR DRILLS
First, students must be able to hear that there is a difference between two sounds. Next, theymust be able to identify the two sounds. Finally, they produce the sounds.
Suppose you want to work on the sound of short i (like the 'i' in sit). You will contrast thatsound with the sound it is most often confused with in this case, long e (seat).
Write two columns of words on the board:
1 2beat bitseat sitheat hit
1. Say the words going down Column 1 several times.
2. Say the words going down Column 2 several times.
3. Say the words going across (beat, bit).
NOTE: Watch your intonation. The tendency is to raise your voice after thefirst word and lower it after the second. This may confuse the students intothinking that the rising and falling intonation is the distinguishing characteristicof the two sounds. Monitor your voice and make sure both words are saidwith falling intonation.
HEARING
4. Say two words and ask students if they are the same ordifferent. You can have students raise one finger for same andtwo fingers for different.
T: beat, bit S: (Two fingers)T: bit, bit S: (One finger)
DISTINGUISHING
PRODUCTION
5. Say a word and have students identify which column itcomes from. This can also be done by holding up fingers.
T: hit S: (Two fingers for Column 2)
You can also say two or three words and have students identifythe columns.
T: hit, hit S: 2, 2T: hit, heat, hit S: 2, 1, 2
6. Say each word in Column 1 and have students repeat.
7. Say each word in Column 2 and have students repeat.
8. Say the words going across the columns and have studentsrepeat. (At this point, students should be repeatingchorally and individually.
9. Say a word from Column 1 and ask students to give you thecorresponding word from Column 2. Randomly choose wordsfrom each column. The students should always give you the"opposite" word.
10. A student says a word from one column. Another studentgives the corresponding word from the other column.
cOne Step°INDEX SYSTEM
PERSONAL. IDENTIFICATION
TIME AND CALENDAR
WEATHER AND SEASONS
SHOPPING
LOCATION AND DIRECTION
HEALTH
HOUSING
EMPLOYMENT
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MODULE 1PERSONAL IDENTIFICATION
OBJECTIVES:
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PERSONAL IDENTIFICATIONUNIT 1: NAME
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2. LANGUAGE EXAMPLES
Cover PageModule 1/Unit 1
Personal Identification:Name
Give information about self: name.
,
RAftiMitit, s A
My name is Possessive adjectives: my, your, his,her
What's your name? Question Words: what
-`VISUAtar'40111#1tP:101)
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* Bring in naine.tagss
RANDOM,ID 1.1
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Lesson PlanModule 1/Unit 1
Personal Identification:Name
PERSONAL IDENTIFICATION -- NAME
PRE$ A110ii
As students come into the room, ask them to write theirnames on a name tag and put it on. You should also have aname tag.
Hold up the visuals of the man and the woman face to face.Have one ask, "What's your name? The other responds,"My name is
Say "Hi. My name is ." Point to your name tag andsay, "My name is ." Repeat several times.
Ask a student, "What's ,.:., .:,, s
.5 ,your name?" If the , , , :.;.:k:',. s
student has trouble i: ttote: Short responsis are apprOfits Wag,', ,,
,,answering, point to his/her ,
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name tag and repeat thequestion. Continue with other students.
Say, "What's your name?" Have students repeat, firstchorally, then individually.
Write the question and answer on the board for students tocopy.
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Lesson PlanModule 1/Unit 1 (cont.)
Personal Identification:Name
'FBACTICE
Have students go around the room saying, "My name is. What's your name?" One student asks another
student. That student responds and asks a third, and so on.
Give students Handout ID 1.1. Have students workindividually. Circulate and check answers.
ANSION's
Add "Nice to meet you," and "Nice to meet you, too," to thedialogue.
Have students ask and answer the questions about eachother: "What's her name? Her name is Ana."
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Handout ID 1.1Personal Identification:Name
I. NAME
2.Last Name First Name
3. NAMELAST FIRST
4.FIRST NAME LAST NAME
5. NameFirst i Last
6.LAST NAME FIRST NAME
0-ze OBJECIF
Cover PageModule 1/Unit 2
Personal Identification:Country
PERSONAL IDENTIFICATIONUNIT 2: COUNTRY
Give information about self: nativecountry.
S,555S "S ss.,itas,
Where are you from? Question words: whereI'm from BE contractions
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World fyiall'3,2,?,,,,:2..:_,...,...
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Lesson PlanModule 1/Unit 2
Personal Identification:Country
PERSONAL IDENTIFICATION -- COUNTRY
Hold up the visuals of the man and the woman face to faceand have one ask "Where are you from?" The otherresponds, "I'm from El Salvador."
Using a world map or the visual of the world map, point outcontinents and countries. Display in the front of the room.
Point to the United States and say, "I'm from the UnitedStates." (If the U.S. is not your country of origin, then pointto your country of origin.) Repeat several times.
Say again, "I'm from the United States. Are you from theUnited States?" Have students respond. Then ask, "Whereare you from?" Have each student respond.
Write the question and answer on the board for students tocopy.
P.
Have students go around the room saying, "I'm from. Where are you from?" One student asks
another student. The second student responds and asks athird, and so on.
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Lesson Plan (cont)Module 1/Unit 2
Personal Identification:Country
Give students Handout ID 2.1. Have students circulate andfill in the grid by asking, "What's your name?" and "Whereare you from?"
Give students Handout ID 2.2. Have students workindividually. Circulate and check their. answers.
Have students write sentences about who they are and wherethey are from. For example, "My name is Carmen. I'mfrom Chile."
Teach the different words for nationalities. For example,"I'm from Mexico. I'm Mexican."
Have students identify their native countries on the map.
Elicit from students what they would say the first time theymeet somebody. The dialogue should look something likethis:
A: Hi. My name is . What's yourname?
B: My name's . Nice to meet you.
A: Nice to meet you, too. Where are you from?
B: I'm from . Where are youfrom?
A: I'm from
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Cover PageModule 1/Unit 3
Personal Identification:Family
PERSONAL IDENTIFICATIONUNIT 3: FAMILY
" <
;4, 'sr/A:wenn Give information about the family.
(,`"LANGIVA:GE
Who is he?This is my wife.
e ,
Question words: whoPossessive adjectives: my, your, his,her
VISUALS (ramify t. y,,men*ersr(
baliymother ,grandrnother
-father grandfather
strY211;iD 3.2 16 3.3
-Mother ,
hu d
:;(!aughter:
,16 ,
... F ., , e , e et1.+` e , ,. e e , ' ,'
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brothetsister'grandmothergrandfather
`'grandson`grandda
^v AVAILABLE
Handout ID 2.1Personal Identification:Country
Ask your classmates questions.
NAME WHERE ARE YOU FROM?
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Handout ID 2.2Personal Identification:Country
NameFirst Last
1. Country
2. Native Country
3. NAMELast First
COUNTRY
4. NAMEFirst Last
NATIVE COUNTRY
Lesson PlanModule 1/Unit 3
Personal Identification:Family
PERSONAL IDENTIFICATION -- FAMILY
tA17914;: ,` ,
Hold up the visual of the family. Say, "This is a family."There is a father, a mother, and three children. Display thevisual in the front of the room.
Point to the father and say, "father". Repeat several times.Then have students repeat, "father "..
Hold up the visual of the father and say, "He is the father."Repeat several times. Ask, "Who is he?" and have studentsrespond "He is the father," first chorally, then individually.
Display the visual in the front of the room and continue withother family members. Review at random, asking "Who ishe/she?"
Hold up the label that says father. Say, "Father." Havestudents repeat, first chorally, then individually. Place thelabel with the corresponding visual.
Hold up visual of the family tree. Point out family membersand have students repeat. Identify one member of the familytree as yourself. Identify your relationship to the people onthe family tree and their relationship to you. For example,say, "This is my father. He is my father. I am hisson/daughter." Continue for the rest of the family tree.
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Lesson Plan (cont.)Module 1/Unit 3
Personal Identification:Family
Give students Handout ID 3.1. Ask students to identifyfamily members. Write the answers on the board and havestudents copy.
Give visuals of family members to students. Ask for thefather. The student with the visual of the father shouldcome to the front of the room. Continue with all thevisuals.
Give labels to students. Have students match the labels withthe visuals.
Have students draw their own family trees, including names.Have them show their trees with their classmates andidentify the members of their family. For example, "This ismy mother. Her name is Rosa."
Have students form small groups. Give each group a set offamily labels (MOTHER, FATHER, etc.) Have studentsdistribute labels among themselves. Then, have studentsintroduce themselves and members of their family tomembers of other groups. They should follow this dialogue:
A: Jose this is my sister , Ann .
(name) (relationship) (name)
B: Nice to meet you.
A: Nice to meet you, too.
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Lesson Plan (cont.)Module 1/Unit 3
Personal Identification:Family
Give students Handout ID 3.2. Have students circulate andfill in the grid by asking, "Are you married? Do you havechildren? How many sisters and brothers do you have?"
Give students Handout ID 3.3. Have students workindividually. Circulate and check their answers..
AKRON
Bring in photographs of your family and show them to thestudents. Ask students to bring in photographs of theirfamilies to share with their classmates.
Teach the words for members of the extended family: aunt,uncle, cousin, niece, nephew, etc.
Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures and labelthem as mother, father, etc.
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Handout ID 3.1Personal Identificauon:Famtly
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Handout ID 33Personal Identification:Family
NAMEFIRST LAST
COUNTRY
NAMELast First
Single / / Married / /
NAME OF HUSBAND/WIFELast First
NAMES OF CHILDRENLast First
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PERSONAL IDENTIFICATIONUNIT 4: ADDRESS
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ants,'`s's,ss
Cover PageModule 1/Unit 4
Personal Identification:Address
Give information about self: address.
7 5' we
.;
What's your address? Question words: whatMy name is Possessive adjectives: my
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Lesson PlanModule 1/Unit 4
Personal Identification:Address
PERSONAL IDENTIFICATION -- ADDRESS
TAI71611w.
Hold up the visuals of the man and the woman. Have oneask the other, "What's your address?" The other responds,"My address is 123 North Glebe Road."
Hold up visual of building, point to the street sign and say,"This is my street. I live on Columbia Pike."
Point to the building and say, "This is my building. It'snumber 5550. I live in this building in apartment number121."
Say, "My address is 5550 Columbia Pike apartment 121."Repeat several times. Write the sentence on the board andpoint to the different parts of the address: number, street,and apartment number. Put the corresponding address wordlabel under each part.
Say, "My address is 5550 Columbia Pike apartment 121.What's your address?" Help students recite their addresses.Make sure they use North or South when it is part of thestreet name.
Once students can give their street address, add city, state,and zip code.
Say, "What's your address?" Have students repeat, firstchorally, then individually. Write it on the board forstudents to copy.
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Lesson Plan (cont.)Module 1/Unit 4
Personal Identification:Address
PRACWO
Have students practice asking and answering the question"What's your address?" in pairs or small groups..
Have students dictate their addresses in pairs or smallgroups.
Give students Handout 111) 4.1. Have students workindividually. Circulate and check answers.
Teach the abbreviations for street, road, drive, etc.
Draw a rectangle on the board and demonstrate the correctway to address an envelope. Have students do the same ona sheet of paper.
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Cover PageModule 1/Unit 5
Personal Identification:Telephone
PERSONAL IDENTIFICATIONUNIT 5: TELEPHONE NUMBERS
5 Give information about self: telephonenumbers.
TANGUAGE.EXAMPLO,'
What's your telephonenumber?My telephone number is
-GRittlAttAlt, .
\ o
Question words: what
Possessive adjectives: my, your, his,her
0404Ao,v.. '
, VISUALS::. ,--'---''''LABELS:'",'" f.------,---,- - ----, ,-,,, - , s
; telephOne - , =, `w' re - - ,' .--
. -nian , ', '-'''' '' 'Mate . ,,
s , ,s.- -',, s z, .,gle- - womanY
s -, -, `'. 'f' lenlale , 3.,.' '
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e .:., 's mauledz>
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HANDO , ,..,,,
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Handout II) 4.1Personal Identification:Address
Name
Country
1. Street
City
State
Zip Code
2.Number Street Apt. #
3.City State Zip Code
4. ADDRESSNumber Street Apt. #
City State Zip Code
5. Name CountryLast First
AddressNUmber Street Apt. #
Lesson PlanModule 1/Unit 5
Personal Identification:Telephone
PERSONAL IDENTIFICATION -- TELEPHONE NUMBER
sPRESENTATiorf
Hold up the visuals of the man and the woman. Have oneask the other, "What's your telephone number?" The otherresponds, "My telephone number is 703-987-6543."
Review the numbers from 0 to 9.
Hold up the visual of a telephone and say, "My telephonenumber is (give any number and tell them it's an example,not your real number -- unless you want the students to haveyour number.) Repeat the telephone number several times.
Point out to the students how we usually recite each numberin a telephone number individually. Say the area code, thefirst three numbers, the two numbers, and the last twonumbers.
Ask individual students, "What's your telephone number?"Have them respond with their numbers or by saying, "Idon't have a telephone."
Model, "What's your telephone number?" and have studentsrepeat, first chorally, then individually.
Write the question and answer on the board for students tocopy.
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Lesson Plan (cont.)Module 1/Unit 5
Personal Identification:Telephone
Have students ask and answer each other about theirtelephone numbers.
Have students dictate their phone numbers to the class.
Give students Handout ID 5.1. Display the word labels inthe front of the room and have students locate the words onthe handout. Check for comprehension. Have studentscomplete the form individually. Circulate and check theiranswers.
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NAME
Handout ID 5.1Personal klentiftcation:Telephone
ADDRESS
Last First
Number Street Apt. #
City State Zip Code
TELEPHONE ( )
NATIVE COUNTRY
/ / MALE / / FEMALE / / SINGLE / / MARRIED
NAME OF HUSBAND/WIFELast First
NAMES OF CHILDREN M/F
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MODULE 2TIME and CALENDAR
OBJECTIVES:
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TIME and CALENDARUNIT I: TELL TIME
Tell time.
GRAMMARs..
What time is it? Question words: whatIt's 1:00. BE contractions
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Cover PageModule 2/Unit 1
Time/Calendar.Time
!MST COPY AVAILABLE
TIME AND CALENDAR -- TIME
Lesson PlanModule 2/Unit 1
Time/Calendar:Time
Set the clock to 1:00. Say, "It's 1:00." Have studentsrepeat, first chorally, then individually. Continue tellingtime on the hour to 12:00.
Set the clock to 1:00. Have students count with you to 15as you move the minute hand to the 3. Say, "It's 1:15 (onefifteen)." Have students repeat, first chorally, thenindividually.
Have students count with you to 30 as you move the minutehand to the 6. Say, "It's 1:30 (one thirty)." Have studentsrepeat, first chorally, then individually.
Have students count with you to 45 as you move the minutehand to the 9. Say, "It's 1:45 (one forty-five)." Havestudents repeat, first chorally, then individually.
Have students count with you to 60 as you move the minutehand to the 12 and the hour hand to the 2. Say, "It's 2:00."Have students repeat, first chorally, then individually.
Have students make their own clocks. Distribute thematerials and show them how to make paper plate clocks.
Set your clock and say what time it is. Have students settheir clocks and repeat the time. Repeat this procedureusing only hour (o'clock), quarter-hour (fifteen), andhalf-hour (thirty).
Ask, "What time is it?" Have students repeat, first chorally,then individually.
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Lesson Plan (cont.)Module 2/Unit 1
Time/CalendarTime
Set the clock and ask, "What time is it?" Respond, "It's." Ask students the question and have them respond
appropriately.
Write the question and answer on the board for students tocopy.
Have students work in pairs asking questions about time.One student of each pair should set his/her clock out of sightof his/her partner. The partner asks, "What time is it?" andsets his/her clock according to the response given. Thepartners then compare clocks to see if they agree.
Give students Handout TIC 1.1. Have students completeand compare answers.
Give students Handout TIC 1.2. Read the time and havestudents put an X on the appropriate clock.
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Have students tell time using phrases such as a quarter afterand a quarter to.
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TIME and CALENDARUNIT 2: DAILY ROUTINE
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Talk about daily routine.
Cover PageModule 2/Unit 2
Time/Calendar.Daily Routine
What time do you Question words: whatI get up at 6:00. Simple present
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Lesson PlanModule 2/Unit 2
Time/Calendar:Daily Routine
TIME AND CALENDAR -- DAILY ROUTINE
Hold up the visual of hand turning off the alarm clock.Point to the clock and say, "I get up at 6:00." Repeatseveral times. Have students repeat.
Ask, "What time do you get up?" Have students respond, "Iget up at 6:00," first chorally, then individually. Display thevisual in the front of the classroom.
Hold up the visual of the person having breakfast. Point tothe clock and say, "I have breakfast at 6:30." Repeat severaltimes and have students repeat.
Ask, "What time do you have breakfast." Have studentsrespond, "I have breakfast at 6:30," first chorally, thenindividually. Display the visual in the front of the classroom.
Review what you have done so far by pointing to the visualsand saying, " I get up at 6:00. I have breakfast at 6:30."
Continue introducing visuals as above, reviewing after eachone.
Point to a visual. Have students ask you the question. Forexample, point to the first visual and have students ask,"What time do you get up?" Answer for your daily routine.Continue with other questions about your daily routine.
Give students Handout T/C 2.1. Write questions andanswers on board for students to copy.
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What time is it?
A. 6:30
E.
I.
B.
F.
J.
C.
C.
E.
Handout TC 1.1Time/Calendar:Time
D.
H.
L.
Set the clock.
7:00 10:00 3:00
What time is it?
Put an lC on the clock with the correct time:
Example: Teacher: "It's four fifteen."
1.
2.
3.
4.
Student:
Handout TC 1.2Time/Calendar:Time
Lesson Plan (cont.)Module 2/Unit 2
Time/Calendar.Daily Routine
Hand visuals to students. Ask, "What time do you get up?"The student with the appropriate visual should give ananswer and display the visual in the front of the room.Continue with all the visuals.
Hand out cue cards. Have students work in pairs asking andanswering questions about their daily routines.
Give students Handout TIC 2.2. Have students circulate and fillin the grid by asking questions about daily routine.
XIMAN$ION%
Have students write about their daily routine.
With the same visuals, ask questions about he and she.
Using the same visuals, introduce the present continuous.Talk about what is happening now. For example, "It's6:00. I'm getting up. It's 6:30. I'm having breakfast."
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50
Write the questions and answers.
1. What time do you get up? 2.
I get up at 6:00.
3. 4.
5.
Name
Handout TC 2.1TimeiCalendar Duly R.,uur.e
51
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8.
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7.
9.
Handout TC 2.1Time/Calendar:Daily Routine
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TIME and CALENDARUNIT 3: DAYS
ts DBE
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It's Monday.
Identify the days of the week.
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Time/Calendar.Days
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Lesson PlanModule 2/Unit 3
Time/Calendar:Days
TIME and CALENDAR -- DAYS
Hold up the visual of the week. Point to the day your classmeets and say, "Today is (day) . We have English classon (day) ." Repeat, "It's (day) ," several times. Havestudents repeat. Display the visual in the front of the room.
Point to the visual of theweek. Say, "There areseven days in a week.The first day is Sunday."Repeat, "Sunday" and havestudents repeat.
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Point to Monday and say, "The next day. is Monday." Repeat,"Monday" and have students repeat. Continue with the other daysof the week.
Review the days in order, starting with Sunday. Point toSunday and say, "Sunday." Have students repeat, firstchorally, then individually.
Say, "What day is it?" Have students repeat the question,first chorally, then individually. Write the question on theboard for students to copy.
Give students Handout TIC 3.1. Have students copy thenames of the days of the week on the first line under eachday.
Hold up the visual of Sunday. Ask, "What day is it?" Havestudents respond, "It's Sunday," first chorally, thenindividually. Display the visual in the front of the room.
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Lesson Plan (cont.)Module 2/Unit 3
Time/Calendar:Days
Continue with the rest of the days, reviewing first in orderand then at random.
Hold up the visual of SUN. and say, "It's Sunday. This isthe short form of Sunday. S-U-N is the short form ofSunday." Point to the visual of Sunday and say "Sunday."Hold up SUN. and say, "Sunday."
Continue with the other days, reviewing first in order andthen at random.
Have students write the short form of each day of the weekon the second line of Handout T/C 3.1.
Give students visuals of the days of the week, long form.Call out days of the week and have the student with theappropriate day come to the front of the room.
Repeat as above with the short forms of the days of theweek. Have the students match the short form with the longform.
Give students Handout TIC 3.2. Have students completeindividually and compare answers.
Give students Handout T/C 3.3. Have students completeindividually and compare answers.
. Hand out cue cards and have students practice asking andanswering the question, "What day is it?" in pairs and/orgroups.
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34
Lesson Plan (cont.)Module 2/Unit 3
Time/Calendar:Days
Have students talk about their weekly schedules. Ask whichdays they go to school, go to work, shop for food, washtheir clothes, etc.
Teach yesterday and tomorrow. For example: "Today isMonday. Yesterday was Sunday. Tomorrow is Tuesday."This is a good way to practice the days of the week. Say,"It's Wednesday. What day was yesterday? What day istomorrow?" You can also hold up the visuals and have thestudents tell you which days come before and after.
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What day is it?
Sun
day
Mon
day
Tue
sday
Wed
nesd
ayT
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day
Frid
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atur
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Handout T/C 3.2Time/Calendar:Days
NAME
Draw a line to the same day - from the long form to the short form.
SUNDAY
. MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
WED.
FRI.
SUN.
SAT.
MON.
TUE.
THU.
Write the long form of the days of the week.
Example: Sat. Saturday
1. Sun.
Mon.
3. Tue.
4. Wed.
5. Thu.
6. Fri.
7. Sat.
Handout T/C 33Time/Calendar:Days
NAME
s
TIME and CALENDARUNIT 4: MONTHS
-6IJAGE EXAMPLES
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Cover PageModule 2/Unit 4
Time/Calendar:Months.
Identify the months of the year.
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TIME and CALENDAR -- MONTHS
Lesson PlanModule 2/Unit 4
Time/Calendar:Months
Hold up the visual of the month. Say, "This is a month."Point to the weeks and have students count the weeks withyou.
Hold up the visual of the 1994 calendar or a real calendar.Say, "This is a year." Say, "There are twelve months in ayear." Have the students count twelve months with you.Do not say the names at this time.
Display the calendar in the front of the room. Point toJanuary and say, "The first month is January." Repeat,"January." Have students repeat. Continue this procedurefor the rest of the months.
Give students Handout VC 4.1. Point to the first month.Say, "It's January," as you write the word on the board forstudents to copy.
After students have completed their calendars, review themonths. Say, "What month is it? It's January." Repeat,"What month is it?" Have students repeat the question, firstchorally, then individually.
Have students ask, "What month is it?" Point to Januaryand say, "It's January." Have students repeat, first chorally,then individually. Continue for all the months of the year,reviewing at random.
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Lesson Plan (cont.)Module 2/Unit 4
Time/Calendar:Months
Hold up the visual of January. Ask, "What month is it?"Have students respond, "It's January," first chorally, thenindividually. Display the visual in the front of the room.
Continue with the rest of the months, reviewing first inorder and then at random.
Hold up the visual of Jan. and say, "It's January. This is theshort form of January. J-A-N is the short form of January."
Continue with the rest of the months, reviewing first inorder and then at random.
Give students visuals of the months, long form. Call outmonths and have the student with the appropriate monthcome to the front of the room.
Repeat as above with the short forms of the months. Havethe students match the short form with the long form.
Give students Handout T/C 4.2. Have students completeindividually and compare answers.
Give students Handout T/C 4.3. Have students completeindividually and compare answers.
Hand out cue cards and have students practice asking andanswering the question, "What month is it?" in pairs and/orgroups.
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Lesson Plan (cont.)Module 2/Unit 4
Time/Calendar:Months
Have students write their birthdates and the birthdates ofmembers of their families.
Have students ask each other, "When is your birthday?" andcompile a class list of birthdays.
Have all the students come to the front of the room andarrange themselves in the order of the months they wereborn in - from January to December.
Have students practice writing dates as numbers (7/4/94).Point out that in the United States we put the month beforethe day.
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Handout T/C 4.2Time/Calendar:Months
Draw a line to the same month - from the long form to the short form.
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY -
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
66
MAR.
JAN.
AUG.
FEB.
SEPT.
DEC.
OCT.
JUNE
MAY
NOV.
APR.
JULY
Write the long forms of the months.
Example: Dec. December
Jan.
2. Feb.
3. Mar.
4. Apr.
5. May
6. June
7. July
8. Aug.
9. Sept.
10. Oct.
11. Nov.
12. Dec.
68
MODULE 3WEATHER
OBJECTIVES:
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Cover PageModule 3/Unit 1Weather. Weather
WEATHERUNIT 1: WEATHER
oBjEcrivE Talk about the weather.s
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HANDOUT&WE i.:1
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Lesson PlanModule 3/Unit 1Weather:Weather
WEATHER -- WEATHER
7±FPRESENTATION
Hold up the visual of the sun. Say, "This is the sun. Whenthe sun is in the sky, it's sunny. Repeat, "It's sunny."several times. Have students repeat, "It's sunny." severaltimes.
Ask, "How's the weather?" Have students respond, "It'ssunny." several times.
Ask, "How's the weather?" Have students respond, "It'ssunny," first chorally, then individually. Display the visualin the front of the classroom.
Continue with other visuals.
Say, "How's the weather?" Have students repeat thequestion, first chorally, then individually.
Write the questions and answers on the board for students tocopy.
Hand out cue cards. Have students practice asking andanswering, "How's the weather?" in pairs or small groups.
Give students Handout WE 1.1. Have students completeindividually and compare answers.
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EXPANSIM,I,
Have students talk about the weather in their nativecountries.
Change the dialogue by combining visuals:
A: How's the weather?
Lesson Plan (cont.)Module 3/Unit 1Weather. Weather
B: It's sunny and hot.It's cloudy and cold.It's rainy and cold.It's snowy and windy.
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How's the weather?
0.2
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2.
3.
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7.
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73
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WEATHERUNIT 2: SEASONS
s' Identify the seasons.
;.ii:LAY'llGUAGEEXAMPLO,
It's winter.
,
Cover PageModule 3/Unit 2Weather- Seasons
s
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winter fall,
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Lesson PlanModule 3/Unit 2Weather.Seasons
WEATHER -- SEASONS
Hold up the winter scene visual. Say, "It's winter." Repeat"winter". Point out the lack of leaves on the tree, the snow,and the snowman. Repeat, "It's winter." Display the visualin the room.
Hold up the calendar. Point to December, January, andFebruary on the calendar and say, "It's winter in December,January, and February." Repeat, "It's winter." Havestudents repeat, first chorally, then individually.
Continue with the other seasons:
SPRING: March, April, MaySUMMER: June, July, AugustFALL: September, October, November
Review all the seasons (and their months), first in order andthen at random.
Give students Handout WE 2.1. Ask students, "Whatseason is it?" Have students respond, "It's .11
Write the name of the season on the board for students tocopy on their handouts.
Write the question and answers on the board for students tocopy.
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Lesson Plan (cont.)Module 3/Unit 2Weather:Seasons
Give the visuals of the seasons to students. Say, "It'sDecember. What season is it?" The student with the winterscene should stand up. Continue with other months.
Give students Handout WE 2.2. Have students completeindividually and compare answers.
Hand out cue cards. Have students ask and answer thequestion, "What season is it?"
Have students describe the seasons in their native countries.
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1.
2.
3.
4.
Handout WE 2.1Weather:Seasons
What season is it? Draw a line.
1. WINTER
2. SPRING
3. SUMMER
4. FALL
78
Handout WE 2.2Weather. Seasons
MARCHAPRILMAY
JUNEJULYAUGUST
DECEMBERJANUARYFEBRUARY
SEPTEMBEROCTOBERNOVEMBER
79
MODULE 4SHOPPING
OBJECTIVES:
OVNITZ, KIELE PRICE'OF CLOTHO
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SHOPPINGUNIT 1: MONEY
Identify money.
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Cover PageModule 4/Unit 1Shopping:Money
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Lesson PlanModule 4/Unit 1Shopping:Money
SHOPPING -- MONEY
Divide the students into groups of 5 (or 4 if its a smallclass). Give a penny to each group. Say, "It's a penny."several times. Have students repeat.
Hold up a penny and say, "It's a penny. It's one cent,"several times. Have students repeat, first chorally, thenindividually.
Say, "What is it? It's a penny. How much is it? It's onecent."
Continue with the rest of the coins and bills.
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Point to the visuals or hold up coin/bill and ask, "What isit?" Have students answer, "It's a penny," etc.
Point to the visuals or hold up coin/bill and ask, "How muchis it?" Have students answer, "It's one cent," etc.
Say, "I need 1 cent," or "Give me 1 cent." One studentfrom each group should come up to the front of the roomwith a penny.
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Lesson Plan (cont.)Module 4/Unit 1Shopping:Money
Give students Handout SH 1.1. Ask "What is it?" and havestudents identify the money. Write the answer on the board(for example, penny). Students should copy the answer onthe first line under the picture.
Then ask students, "How much is it?" and have studentsgive the amount. Write the answer on the board (forexample, 10, $.01). Students should copy the answer on thesecond and third lines.
Collect all the coins. Count five pennies into one handsaying, "One cent, two cents, etc." Hold up a nickel in yourother hand and say, "Five cents. Five pennies equals onenickel."
Continue showing equivalencies of other coins and onedollar bill.
Write $2.50 on the board. Say, "Two dollars and fiftycents." Have students repeat. Point out how money is read:first a number, then dollars followed by and, then a numberand cents. Put more dollar and cents amounts on the boardfor student to practice.
Give students Handout SH 1.2. Have students completeindividually and compare answers.
Give students Handout SH 1.3. Have students listen andcircle the money they hear. Say the money in one of theboxes. For example, "Number one. Three dimes and twonickels." Repeat several times.
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Lesson Plan (cont.)Module 4/Unit 1Shopping:Money
ANWN
Ask students to count their own money.
Identify the presidents who appear on money.
Write amounts on the board. Have students see how manycombinations of coins/bills they can come up with to makethat total. For example, $ .25: one quarter, two dimes andone nickel, five nickels, twenty-five pennies, etc.
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How much is it?
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Circle the money you hear.
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SHOPPINGUNIT 2: PRICE
OBOCT Ask the price of clothes.
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How much is the blue shirt?
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Cover PageModule 4/Unit 2
Shopping:Price
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Lesson PlanModule 4/Unit 2
Shopping:Price
SHOPPING -- PRICE
Talk about the clothes you are wearing. For example say,"I'm wearing a shirt. It's a (color) shirt." Identify otheritems of clothing, yours and/or the students, and giving thename and colors.
Give students Handout SH 2.1 and colored markers. Holdup the blue marker and say, "It's blue." Repeat severaltimes. Have students repeat. Ask, "What color is it?" Havestudents respond, "It's blue," first chorally, then individually.Have students color the circle blue.
Continue the same procedure with the other colors,reviewing at random.
Point to #1. Ask students, "What color is it?" Write theanswers on the board for students to copy on their handouts.
Hold up the visual of the shirt and say, "This is a shirt."Repeat several times. Repeat "shirt" and have studentsrepeat. Ask, "What is it?" Have students respond, "It's ashirt," first chorally, then individually. Display visual in thefront of the room.
Continue with the other clothes visuals, reviewing atrandom.
Give students Handout SH 2.2. Ask the students, "What isit?" Write the answers on the board for students to copy ontheir handouts.
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Lesson Plan (cont)Module 4/Unit 2
Shopping:Price
Hold up price tag. Ask students, "How much is it?" Havestudents respond, "It's $
Display the price tag next to the shirt and say, "The shirt is$ ." Repeat several times. Have students repeat. Ask,"How much is the shirt?" Have students respond $ "
first chorally, then individually.
Point to the shirt and ask, "How much is the shirt?" Repeatthe question several times. Have the students repeat thequestion, first chorally, then individually. Write the questionon the board for students to copy.
Ask, "How much is the ?" Have students answerand write prices on their handouts (SH 2.2).
Have students color in the items of clothing on theirhandouts. You can ask them to suggest the colors the classshould use or tell them which colors to use.
Point to the shirt and ask, "How much is the (color)shirt?" Repeat several times. Have students repeat. Write"How much is the (color) shirt?" on the board forstudents to copy.
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Give students the visuals of clothing and price tags. Say, "Ineed a shirt." The student with the appropriate visual shouldcome forward. Then ask, "What color is it?" Students referto their handouts and respond. Last ask, "How much is the(color) shirt?" Have a student identify the price and comeforward.
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Lesson Plan (cont.)Module 4/Unit 2
Shopping:Price
Have students work in pairs and/or groups asking andanswering questions such as "How much is the blue shirt?"while referring to their handout.
Role play a conversation at a Lost and Found.
Role play a conversation between a store clerk and customerasking for information about items of clothing.
Take a field trip to a local clothing store or thrift shop.
Have students work on picture dictionaries. Bring inmagazines, catalogs, etc. so that students can cut out andlabel pictures of clothing and examples of colors.
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What color is it?
1. white
3.
Handout SH 2.1Shopping:Price
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How such is the shirt?
1. shirt
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MODULE 5LOCATION and DIRECTION
OBJECTIVES:
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LOCATION and DIRECTIONUNIT 1: LOCATION
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Cover PageModule 5/Unit 1
Location/Direction:Location
Ask about and describe location.
Where is the supermarket?The supermarket is next to themovie theater.
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Question words: wherePrepositions of place: next to,between, across from
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Lesson PlanModule 5/Unit 1
Location/Direction:Location
LOCATION AND DIRECTION -- LOCATION
Alig
Tell the students that in today's lesson they will learn howto describe where people and places are located. Start byintroducing the idea of neighborhoods by talking about theneighborhood the students live in. Ask questions like "Isthere a bank near here?" "Are there any restaurants nearhere?" You can also ask where students buy their food,clothes, etc.
Use students in the classto demonstrate theprepositions NEXT TO,BETWEEN, and ACROSSFROM. Have Student 1come to the front of the
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room and stand beside you. You say, " S1 is next to me." I amnext to S1 ." Repeat several times.
Next, you step away and ask Student 2 stand beside Student1. Say, " 51 is next to S2 . S2 is next to Si ."Repeat several times. Have students repeat.
Ask, "Where is 51 ?" Respond, "She/He is next to S2 ."Ask, "Where is S2 ?" Respond, "She/He is next to Si ."Ask the students the question. Have them respond first chorally,then individually.
Ask students to describe seating locations using next to.For example: Jose is next to Maria. I am next to Thanh.
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Lesson Plan (cont)Module 5/Unit 1
Location/Direction:Location
On the board draw two stick figures and write: S1 is nextto S2.
.Ask a third student to come to the front and stand next toStudent 2. Ask, "Where is S3?" (students respond, "S3 isnext to S2.") Then you say, "S 1 is next to S2. S2 is next toS3. S2 is between Si and S3." Repeat several times. Havestudents repeat, "S2 is between Si and S3." Ask, "Where isS2?" Have students respond first chorally, then individually.
Ask students to describe seating locations using between.
On the board draw three stick figures and write: S2 isbetween Sl and S3.
Ask a fourth student to come to the front and stand next toS3. Elicit from the students the locations of each of the 4students. Remind them there may be more than one way todescribe where someone is. For example: S3 is next to S2.S3 is next S4. S3 is between S2 and S4.
Have Si and S2 face S3and S4. Say, "51 is acrossfrom S3. S2 is acrossfrom S4." Repeat severaltimes. Have studentsrepeat. Ask "Where isSi?" Have students
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Repeat for S2, S3, and S4.
Ask students to describe seating locations using acrossfrom.
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Lesson Plan (cont)Module 5/Unit 1
Location/Direction:Location
On the board draw three figures in a row and a fourth facingthe middle figure. Write:. S4 is across from S2.
Hold up visual of the school. Ask students "What is this?"If no one knows, say, "It's a school." Repeat several timesand have students repeat. Display visual in the front of theclassroom.
Continue with the rest of the building visuals, reviewing atrandom.
Hold up the visual of two buildings next to each other.Say, "The supermarket is next to the movie theater." Havestudents repeat. Ask, "Where is the supermarket?" Havestudents respond, "The supermarket is next to the movietheater," first chorally, then individually. Ask, "Where isthe movie theater?" Have students respond first chorally,then individually.
Continue with the visuals illustrating between (dress shop,church, and restaurant) and across from (gas station andschool).
Point to the visual of the school and ask, "Where is theschool?" Have students repeat the question. Point to thevisual of the library and have students ask, "Where is thelibrary?" Continue with all the buildings.
Write the questions and answers on the board for students tocopy.
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Lesson Plan (cont)Module 5/Unit 1
Location/Direction:Location
Give students Handout L/D 1.1. Have students work inpairs asking about and describingon the map.
the locations of buildings
Give students Handout L/D 1.2.individually and compare answers.
Have students complete
Have students draw maps of their neighborhoods includingbuildings and important landmarks. (This works well as anindividual, pair, or small group activity.) You can also walkaround the neighborhood with your students and have themdescribe the locations of building before they draw theirmaps.
Have students write a few sentences describing the locationsof buildings in their neighborhood.
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Where is the gas station?
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. The library is
4. The movie theater i
S. The school is
6. The eas station is
7. The Post Office is
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the su;ermarket
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LOCATION and DIRECTIONUNIT 2: DIRECTIONS
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Cover PageModule 5/Unit 2
Location/Direction:Directions
Ask for and give directions.
Excuse me. Where is the postoffice?Go one block and turn left.It's on the left.
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Lesson PlanModule 5/Unit 2
Location/Direction:Directions
LOCATION and DIRECTION -- DIRECTIONS
Hold up map of one street. Identify the buildings on eachside of the street and review locations. For example, yousay, "The gas station is across from the school." Askstudents to describe the locations of buildings on the map.
Describe the locations of buildings again, this time addingon the right and on the left. Say, "The gas station is on theright, across from the school."
Ask students to raise their right hands. Ask students to raisetheir left hands.
Ask students to stand and step away from their desks. Givethem a series of directions to follow: Turn right. Turn right.Turn left. Turn right. Take one step. Turn left. Take twosteps. etc.
Hold up map of the city blocks. Identify the names of thestreets. Count the number of blocks. Identify the buildings.
Hold up visual of the school. Have students ask, "Where isthe school?" Use your finger or the eraser end of a pencil to"travel" along the map as you give directions. For example,say, "Go two blocks and turn left. The school is on theleft." Continue for other buildings on the map.
Say, "Go one block." Repeat several times. Have studentsrepeat. Continue with different numbers of blocks.
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Lesson Plan (cont)Module 5/Unit 2
Location/Direction:Directions
Say, "Turn right." Repeat several times. Have studentsrepeat. Continue for "turn left". Then combine as follows,"Go one block and turn right." Have students repeat.Continue with other combinations of two step directions.
Point to the X on the map and say, "I am here. I want to goto the post office. Where is the post office?" Elicit thedirections from the students. Have students repeat thedirections.
Using visuals of two people, model this dialogue:
A: Excuse me. Where is the post office?
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B: Go one block andturn left. It's on theleft.
A: Thank you.
Have students repeat lines ofthe dialogue after you.Change the dialogue fordifferent locations on themap.
Write the dialogue on theboard for students to copy.
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Lesson Plan (cont.)Module 5/Unit 2
Location/Direction:Directions
Give students Handout LID 2.1. Have them work in pairsreferring to the map to practice the dialogue.
Increase the number of steps in the directions.
Ask students to give the directions from their homes to thebus stop, where they shop for food, the nearest 7-11, etc.
Have students write the directions.
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MODULE 6HEALTH
OBJECTIVES:
IDENTIFY' /wowsls aps ss9D.r,,,zs szf,.....
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Cover PageModule 6/Unit 1
Health:Body Parts
HEALTHUNIT 1: IDENTIFY PARTS OF THE BODY
,OBIEC T AVE
What's the matter?My back hurts.
My head hurts.
Identify parts of the body.
Question words: whatPossessive adjectives: my, your, her,hisSimple Present Tense
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Lesson PlanModule 6/Unit 1
Health:Body Parts
HEALTH -- IDENTIFY PARTS OF THE BODY
ATIOlsr%N.
Ask, "How are you?" around the class and have studentsrespond.
Have students ask "How are you?" As you respond, holdyour head and say "Not so good. My head hurts." Repeat,referring to different parts of your body (arm, leg, neck,etc.).
Hold up the visual of the head and say, "My head hurts."Repeat several times. Have students repeat, first chorally,then individually.
Display the visual in the front of the room and continue withthe other parts of the body. Review at random, asking,"What's the matter?"
Give students Handout HE 1.1. Elicit the names of thebody parts from the students. Write them on the board andhave students copy.
Ask, "What's the matter?" Have students repeat thequestion several times. Have students ask "What's thematter?" and then point to a visual and have studentsrespond, "My hurts."
Write the question and answer on the board for students tocopy.
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Lesson Plan (cont.)Module 6/Unit 1
Health:Body Parts
Give the visuals to the students. Have students ask, "What'sthe matter?" As you respond with a problem, the studentwith the corresponding visual should bring it to the front ofthe room.
Hand out cue cards. Have students practice asking andanswering "What's the matter?" in pairs and/or groups.
For extra practice play a variation on Simon Says:
- Have students stand.
- Say, "Touch yourhead", touching your headas you speak.
- Repeat and have studentstouch their heads.
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- Say "Touch your back", and have students touch their backs.
- Repeat, using vocabulary taught.
- Have students take turns being the leader.
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Lesson Plan (cont)Module 6/Unit 1
Health:Body Parts
Change the question from "What's the matter?" to "What'sthe matter with (name of classmate) ?" The answer willchange from my to his/her.
Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of parts ofbodies and label them.
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Fill in the blanks. Handout HE 1.1Health:Body Parts
1. My hurts.
2. My hurts.
3. My hurts.
4. My hurts.
5. My hurts.
7.
8.
9.
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My
my
10. My
11. My
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hurts.
hurts.
hurts.
hurts.
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How are you?I have a cold.
Cover PageModule 6/Unit 2Health:Problems
HEALTHUNIT 2: PROBLEMS
Identify health problems.
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Lesson PlanModule 6/Unit 2Health:Problems
HEALTH -- PROBLEMS
ATVS
Review parts of the body. Hold up body part visuals orpoint to your own body. Ask, "What's the matter?" andhave students respond.
Ask, "How are you?" around the class and have studentsrespond. Have students ask you "How are you?" Respond,"I'm sick," and "Not so good."
Hold up the visual of the cold and act out symptoms (sneezeand cough). Say, "I have a cold." Repeat several times.Have students repeat, first chorally, then individually.
Display the visual in the front of the room and continue withthe other health problem visuals. Review at random bypointing to a visual and asking, "How are you?"
Give students Handout HE 2.1. Have students identify theproblems. Write the answers on the board and have studentscopy.
Write the question "How are you?" and the answer "I'msick. I have a . " on the board for students tocopy. t
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Lesson Plan (cont.)Module 6/Unit 2Health:Problems
Give visuals to the students. Have students ask, "How areyou?" Respond with a health problem. The student with theappropriate visual should come to the front of the room.
Hand out cue cards. Have students practice asking andanswering the question "How are you?" in pairs and/orgroups.
"i4.1"::,
Have students practice talking about health problems usingthese additional dialogues:
1. 2.A: How are you? A: How's your son /husband?
B: I'm sick.
A: What's the matter?
B: I have a cold.
B: He's sick. He has a cold.
3.A: How's Mary?
B: She's sick. She has a cold.
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Lesson Plan (cont.)Module 6/Unit 2Health:Problems
Set up a clinic simulation or roleplay. Students practice askingand answering personal identification questions and questionsabout health. The "receptionist" asks for and writes down the"patient's" name, address, telephone number, etc. The "doctor"asks what the problem is and the "patient" describes illness/problem. Students can also play other roles (spouse, parent, etc.).
74
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Name
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Handout HE 2.1Health:Problems
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3. I have a
4. I have a
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6. I have a121.
Cover PageModule 6/Unit 3
Health:Emergencies
HEALTHUNIT 3: EMERGENCIES
Request assistance in an emergencysituation.
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"There's a fire."
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HEALTH -- EMERGENCIES
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Lesson PlanModule 6/Unit 3
Emergencies
Review addresses and telephone numbers. Call onindividual students to give their addresses and phonenumbers. Have other students listen to their classmates andrepeat the information given.
Hold up visuals of the ambulance, police car, and fire truckand have students identify. Display the visuals in the frontof the room.
Hold up visual of woman yelling, and point to the visual ofthe ambulance. Say, "I have an emergency. I need help. Ineed an ambulance. What do I do?" Hold up the visual ofthe telephone (or use real phone). Say, "Call 911(nine-one-one)." Repeat with the visuals of the police carand the fire truck.
Hold up the visual ofthe house on fire andsay, "There's a fire."Repeat several times.Have students repeat,first chorally, thenindividually.Display visual in thefront of the room.
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Lesson Plan (cont)Module 6/Unit 3
Health:Emergencies
Continue with the other emergency situations. Review atrandom by pointing to a visual and asking, "What's theproblem?"
VISUAL: EMERGENCY SITUATION:
Gun There's a man with a gun.Heart Attack My mother is having a heart attack.Car accident There's an accident.Bike accident My sister is hurt.Falling off ladder My brother is hurt.
Give students Handout HE 3.1. Ask, "What's theproblem?" Write the language for each emergency situation
on the board for students to copy.
Point to the different visuals. Ask students, "What's theproblem?" or "What's wrong?" Have students respond, firstchorally, then individually.
Hold up visual of ambulance next to visual of a healthemergency (woman clutching chest). Using telephone orvisual of phone, act out dialing 911 and model the followingdialogue:
A: Emergency operator. What's the problem?
B: (My mother's having a heart attack.)
A: What's your name?
B: (Give your name.)
A: What's your address?
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124
Lesson Plan (cont.)Module 6/Unit 3
Health:Emergencies
B: (Give an address.)
A: What's your telephone number?
B: (Give a telephone number.)
A: Help is coming.
Repeat this dialogue using different emergency situations.
Write the dialogue on the board for students to copy.
Give visuals of emergency situations to students. Say,"There's a fire." The student with the appropriate visualshould bring it to the front of the room.
Hand out the cue cards. Have students practice asking andanswering, "What's the problem?" in pairs or groups.
Have students "make" the 911 call with you acting asoperator.
Using cue cards, students practice making 911 phone calls.One student makes the call and the other acts as theoperator.
Give each student Handout HE 3.2. Have students workindividually and compare answers.
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125,
Lesson Plan (cont.)Module 6/Unit 3
Health:Emergencies
Identify additional emergency situations.
This is a good time to invite someone from the fire or policedepartment to talk to students about safety. They also havepamphlets written in a variety of languages which can begiven to the students. There are videos about calling 911 atthe public library.
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126
WHAT'S THE PROBLEM?Handout HE 3.1
Health:Emergencies
Name
I i. My sister is having a heart attack
2.
3.
4.
5.
MATCH THE PICTURE WITH THE SENTENCE.
1.
2.
3.
4.
5.
6.
NAME
Handout HE 3.2Health:Ernergencies
My son is hurt.
There's a man with a gun.
My sister is having a heart attac
My daughter is hurt.
There's a fire.
There's a car accident.128
129
MODULE 7HOUSING
OBJECTIVES:
eVtS+y
- z- ,-i.ssZ,:
e e N., s s s
s t k.Ass s s s
'S:4;
1?0()IietS:z'->, 4 's
FURNISHIIVGS. sss
vv ,-N "- z
<"A...., Zs s'.4V e'P's ,s;'.
s ,s ..)%, ""Z Z:
v ";k ; e s%.,
, 2:` DE S.t- -II SC I'::,
- PROBLE,, , , , e
$;
80 BEST COPY AVAILABLE
HOUSINGUNIT 1: ROOMS/FURNISHINGS
Cover PageModule 7/Unit 1
Housing:Rooms/Furnishings
Identify rooms and furnishings.
,4140tIAG-EXAMPvee A s s s'*
svSt sL-AVt, .r:g;IY;.!$
There's a dishwasher in thekitchen.There's a sink in the bathroom.
..ea.% s e '4 ,\s- s %' sssps ? \'''e *V
NEWAR% Z^,
There is/are
Prepositions: in
," e
s 1. MATEKTALS: ret
'VIS6ALS ftoorns arld furnishincis):: 4 ' s..`ss
14';iskiiiiiiii : ;: sati,. ,: Is,...... ,,, ,
toiletiltairiri - stOveloltert .::,,- tv
-k -, ,
'''s-Atving TOom, :c TV -:-- : a,,,, --- toilet -,.. -,- - ..-`, :., -; &hie.AlgtottiOs-s?,,,s .)- v , -;,,,00ff-eeAaplo , Y-3--''-:---::tiattuy$01:4 sylie:",-'ifitrigprj,i,its,:.Fi:'q:stli,ddioontl, :,::,-,1.: '`,c bookcase %`2-;-is:sbattitutiiihoifier's s`',$4able, s<%- - ..- .. ,
',,PlittYPC5r4 ';t: ; b9d - : : -;---:',- `,;'.6 ''kitchrpA Ork , ---' floor Om - - -,
'comet, ; , ? ',. ,:- s,.. -:- .. , ,,::: ..,,:,, 7 7
S ' 77 : 7 "e
HAND\ " l 1':. 1,.
.. > ..7 f. . ...I
e.4
N
HAND°1,,.1." 77. 7 . e.14 1 K K 4 " ' 4 14 N 1 .. l N
rr1{:ISSS 4 '" HO: 1 4.11 ' 1 ' t N .. N N '. ..
...... ' ' % S r --, , ,--- s ': ,....,_. ". , ,..., -
'.6:.z., , '.s- ,
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Lesson PlanModule 7/Unit 1
Housing:Rooms/Furnishings
HOUSING -- ROOMS/FURNISHINGS
Begin by asking students to compare where they lived intheir native countries to where they are living now. Havestudents draw pictures of their homes in their nativecountries and their homes now. Ask how they are the sameand/or different.
Hold up visual of the woman and say, "This is Mary. Marylives in a one-bedroom apartment. There is one bedroom, aliving room, a kitchen, and a bathroom."
Hold up visual of the living room and say, "This is Mary'sliving room." Repeat "living room" several times. Havestudents repeat. Display the visual in the front of the room.
Continue with the visuals of the kitchen, bedroom,bathroom, and dining room, reviewing at random.
Hold up visual of the sofa and say, "This is a sofa." Havestudents repeat "sofa" several times. Point to the visual ofthe living room and say, "There's a sofa in the living room."Repeat several times. Have students repeat, first chorally,then individually.
Continue with the other items found in a living room: TV,coffee table, and bookcase.
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ri 132
Lesson Plan (cont.)Module 7/Unit 1
Housing:Rooms/Furnishings
Continue with the furnishings found in the other rooms:
Bedroom: bed, closet, chest of drawersBathroom: toilet, sink, bathtub/showerKitchen: sink, stove/oven, dishwasher, refrigeratorDining area: table
Give students Handout HO 1.1. Write the names of therooms and furnishings on the board for students to copy.
Hold up visual of the floor plan and say,. "This is Mary'sapartment." Identify the living room, kitchen, bathroom, andbedroom.
Have students draw floor plans of their homes. Havestudents describe their homes and furnishings in pairs orsmall groups.
Circulate among the students and ask questions about theirhomes such as, "How many bedrooms are there?" "Howmany closets are there?"
AN N
Have students write about their homes.
If there is a model apartment nearby, arrange for the class tovisit it and have students describe what they see.
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133
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Lesson Plan (cont)Module 7/Unit 1
Housing:Rooms/Furnishings
Review the prepositions of place (see Location andDirection) and have students describe the location offurnishings in a room. For example, "The armchair is nextto the sofa."
Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of rooms andfurnishings and label them.
1. living room
4.
7.
Handout HO 1.1Housing:Ruoms,Turrushings
2. 3.
5. 6.
8. 9.
13.
16.
14. 15.
17.
19. 20.
1
Handout HO 1.1Housing:Rooms:Furrushungt
18.
HOUSINGUNIT 2: DESCRIBING PROBLEMS
sfs ,R"-, ,Describe housing problems.OBJECITVE-
< -S.
NGOM -ULM? ,s SS S S , 4.
What's wrong?The stove doesn't work.The sink is leaking.
Cover PageModule 7/Unit 2
Housing:Problems
5.55 .6. "" "%GRAMMAR" v.%
:ioa;:s
5:; ):"" '5o's s .ss oss <;:4..x<.<5. 5
Question words: whatSimple present: negativePresent continuous
c ..: ,- = , ,A). " ::, % ., , ,
.?..f..", < s " .51/, ' '; Z's .., ".--;;4"5. ; ,o ' $ ,,.. ' ..;.' .54. 's " s. ..%."
.....<
VISUALS an ritOinaii444111'ptoblems)-,,,,z...,:;,,,''s s'=" ,...,
s es s 5 5 s ,
s
igtetRift01). r?:,:gz4.'Aiiii aittidttortee s, %
1,-, ' '-'. ,";-<,,,!,',,s,';,',-,-,`, .-, - 55 s,
;),,,CUE4A13' VS% .
, , ,..FIANDotrisi.,, ,S.
5 s
s rZosso. wastw:,.;K:5azezpzr7....,. -5
\,s'radator to
s
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HOUSING -- DESCRIBING PROBLEMS
BE ENT "ION ss
Lesson PlanModule 7/Unit 2
Housing:Problems
Start by reviewing the vocabulary taught for rooms andfurnishings. For example, hold up the visuals of each roomand ask, "What room is this?" Display the visuals.
Tell students, "There are so many problems in my home."Say, "The stove doesn't work. The refrigerator doesn'twork. The sink is leaking. The toilet is stopped up."
Hold up the visual of the broken stove. Say, "The stovedoesn't work." Repeat several times: Have students repeat,first chorally, then individually.
Display in the front of the room and continue with othervisuals. Review at random, asking questions: "What'swrong?" "What's the problem?" "What's the matter?"
.
VISUAL HOUSING PROBLEM
Air conditioner The air conditioner doesn't work.Stove The stove doesn't work.Dishwasher The dishwasher doesn't work.Radiator The heat doesn't work.Refrigerator The refrigerator is leaking.Sink The sink is leaking.Toilet The toilet is stopped up.Bathtub The bathtub is stopped up.
Give students Handout HO 2.1. Ask students to describethe problems. Write answers on the board for students tocopy.
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Pit4crtcp
Lesson Plan (cont.)Module 7/Unit 2Housing:Problems
Hand visuals to students. Have students ask you what'swrong. Tell students your problem. The student with theappropriate visual should come up and display the visual inthe front of the room. Continue with all problems.
Hand out cue cards. Have students practice asking andanswering questions about problems in pairs or groups.
ANSION
Role play a conversation between an apartment manager anda tenant with a problem in his/her apartment. You take thepart of the manager.
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139
c..hat's the problem?
1. The heat doesn't work.
3.
5.
7.
2.
4.
6.
8.
140
Handout HO 2.EHousIng:Problems
141
MODULE 8EMPLOYMENT
OBJECTIVES:
,
,>s'
`,." " s'
TITLES - --'-. - -- -..,
.., ,.:.....
, - , , , , .
.ke ee ee e eee see s s e
wir 2: r- UTwmat ,
EXPERIENCe
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142
OBIEttritfn
-
-1.ANGUAW ExAmP
Cover PageModule 8/Unit 1
Employment:Jobs
EMPLOYMENTUNIT 1: JOBS
Identify job titles.
G*AMA. A ,
He's a truck driver. BE contractions
,
Mkter*A.ks°: .±.. , , s " , , s x , 'l ...
' ' 4 S .4 , S 4 '1:4S !V,. SS S 1:. ,
4 , ' "SS .... it
SSNISOALS.,(006tipations),. ::
,e .6.'
S ..> ', *. <S.' )
' 7 Sy s t se s i se s : s ' s
''sles :ss 1 ar iner siOldier, ' repairman' , , " truok driver , , 7
.1).:2;.. z
V--CiSti ter - % student seametrese,
s
,e ss.:} , :.., } ,.:,,:.
'se $ ,, $ r e e ,s, , }e, reeq
csesleather SeoretalY ba 0 - painter .. ..
f..:s-m nic Rardener _ conOruction*iker , - waiteriwaitreii ,,,,, .'-:
);
' ' :;.. , ' ;..
i6 ss ' , 46 s s
;s s ,
$ , ,'.
,'CUE, DSfssss, 5, % :5 '':.
- T s: , ' EM tl,%-
,,,. ,.
.6;
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143
Lesson PlanModule 8/Unit 1
Employment:Jobs
EMPLOYMENT -- JOBS
,1i-1%5-,,.;.,,itlItili:ffirr TION1. .1-4..0,. ...V:: ..,_''
r*;?:, ..::6 f:c. :":* .. Fr. ":,,,, , .` '
.:.... s :": ;
Point to yourself and say, "I teach English. I'm a teacher."Repeat several times. Then say, "What am I? I'm ateacher."
Hold up the visual of the truck driver. Say, "He's a truckdriver." Repeat several times. Have students repeat. Ask,"What is he?" Have students respond, "He's a truck driver,"first chorally, then individually. Display the visual in thefront of the room.
Continue with the other visuals of occupations. Review atrandom by pointing to visuals and asking, "What is he?""What is she?"
Write the question and answer on the board for students tocopy.
Give students Handout EM 1.1. Ask students to identifythe occupations. Write the answers on the board forstudents to copy on their handouts.
Hand out visuals to students. Say, "Who's a truck driver?The student with the appropriate visual should come forwardand say, "I'm a truck driver." Continue with the other jobtitles.
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144
Lesson Plan (cont.)Module 8/Unit 1
Employment:Jobs
Hand out the cue cards. Have students practice asking andanswering the questions "What is he?" and "What is she?"
gliCPANSION
Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of variousoccupations and label them.
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44.)\ rzi e4I....,/.4-irri,44
1 0 AponrilliAu 4
rpoil
i*i
0:Immo ,i00.11:,,r gi or
--lijA,n
Ai 5
:OBJECTIVE,
"LA,INGU, AGE EXAMPs
z
I was a truck driver.What are you now?
EMPLOYMENTUNIT 2: EXPERIENCE
Talk about work experience.
Cover PageModule 8/Unit 2
Employment Experience
'GRAMMAR5,5 5-5s 1 e:e Se
BE: past tenseQuestion words: what
s5 , 5 > MATERIALSilISUALS2 (occupations): 5
ee e e
sfenner soldier `,` repairmen4e{ student, sseamitteiss,,:
s teaoher :s secrete)* 7,,:5fiethanIo`s gardener` --constructloiisworker',-
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147
-,`
=trUck driver , s's
pas\viaiterfweitieSs%"=,'",:n;
BEST COPY AVAILABLE
Lesson PlanModule 8/Unit 2
Employment:Experience
EMPLOYMENT -- TALK ABOUT WORK EXPERIENCE
-: PRES TION
Review job titles and occupations. For example, hold up thevisual of the teacher and say, "What am I?" Studentsrespond, "A teacher."
Say, "I'm going to tell you about my friend, Jose. Jose isfrom El Salvador. Now he lives in Arlington. He was atruck driver in El Salvador. Now he is a cook."
Hold up the visuals of the cook and the truck driver.Review the story. Say, "This is my friend, Jose. He's fromEl Salvador. He lives in Arlington now. He's a cook now.Before he was a truck driver."
Write NOW (USA-1994) on the left side of the board.Directly under it write, Jose - cook. Say, "Jose is a cooknow." Point to the word NOW and to 1994 and say,"Now." Repeat. Say, "What is Jose now? He's a cook."
Call on individual students and ask, "What are you?" Havestudents respond, "I'm a (job title) . If they are notworking, fill in the most appropriate "title" such ashomemaker, unemployed or student. Write their names andresponses under NOW (USA-1994).
Write BEFORE (MY COUNTRY) to the right of NOW(USA-1994). Directly under it write truck driver. Say,"Jose was a truck driver in El Salvador. Now he's a cook.Before he was a truck driver." Point to BEFORE and say,"Before." Repeat. Say, "What was Jose before? He was atruck driver."
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Lesson Plan (cont.)Module 8/Unit 2
Employment Experience
Continue, "Now you are in the United States. Before youwere in ." (Point to first list.) "Now you are
. What were you in your country? What wereyou before?"
Call on individual students in the same order you did for thefirst list. Ask, "What were you before? Have studentsrespond, "I was a (job title) . Write their responses underBEFORE (MY COUNTRY).
Write the questions and sample answers on the board forstudents to copy.
-*Acme
Hand out the cue cards. Have students practice asking andanswering the questions "What are you now?" and "Whatwere you before?"
Give students Handout EM 2.1. Have students circulate and fill inthe grid by asking, "What are you now?" and "What were youbefore?"
NOTE: e may not be typical ofkind of questions used when as 6i,
<.
r About A-Persofes co:x*4110114' H01._ _tsi9*-Viz;L, they are apprOpriate forthis *to)
lan§6ageptoficien0, "
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149
Lesson Plan (cont.)Module 8/Unit 2
Employment Experience
Have students write a simple paragraph similar to the storyabout Jose. Guide them by giving them the followingquestions:
What's your name?Where are you from?What are you now?What were you in your country?
The paragraph should look something like this:
My name is Carmen. I am from Nicaragua. I am a babysitternow. I was a teacher in Nicaragua.
BEST COPY AVAILABLE
Ask
you
r cl
assm
ates
que
stio
ns.
NA
ME
WH
AT
AR
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OU
NO
W?
WH
AT
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RE
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An ESL,Curriculum for
--Voithiteers_
Ye:
AigengsMEMPEOMBOMOBISSIENEfrAariaTSCEONN'CmeggitTESIOSSfilow
\ 152
CUE CARDS
Note to teachers:
Make a copy of these and set the originalaside for your master. The copies are meantto be cut up and used by students in pairs andsmall groups.
***
153
154 T/C: Daily Routine
155 T/C: Daily Routine
SUNDAY 'MONDAY
TUESDAY WEDNESDAY
THURSDAY FRIDAY
T/C: Days
SATURDAYta
SUN. MON.
TUE. WED.
157 T/C: Days
THU. FRI.
SAT.
158 T/C: Days
JANUARY FEBRUARY
MARCH APRIL
MAY JUNE
159 T/C: Months
JULY 04) AUGUST
SEPTEMBER OCTOBER
NOVEMBER DECEMBER
T/C: Months
160-'
JAN. FEB.
MAR. APR.
MAY JUNE
161T/C: Months
eat
JULY AUG.
SEPT. OCT.
NOV. DEC.
162 T/C: Months
WE: Weather
163
/ill ill itif ol
MHO, .'001111 WI
164 WE: Weather
DECEMBER
JANUARY
FEBRUARY
(Et
MARCH
APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
165 WE:. Seasons
411
1167 HE: Body Parts
168 HE: Body Parts
169HE: Problems
5
HE: Problems
0
TLIs a T 3 11 a 2 1 a Ut a : a H
10... .....M..... .1*
172 Ho: Problems
a
0 6
4
110..iiiNI 11.0144e%
04"../". ' ,...........
./......... -"""'",........-
(6)
174 EM: Jobs
1 I
"111
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1106. ,
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176 EM: Jobs
177 EM: Experience
/4.
4-4
4
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Alb
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4:
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179 EM: Experience
_An_ESLCurricuhun-for
olunteers_
44telariVaimarmag;smigre,er,EmpatlimmeweD,
180
otagliaSia-1:01..4VM 41:Ktem:N.P/
Handout ID 2.2Personal Identification:Country
NameFirst Last
1. Country
2. Native Country
3. NAMELast First
COUNTRY
4. NAMEFirst Last
NATIVE COUNTRY
(-181
Handout ID 3.1Personal Identification: Family
182
Ask
your
cla
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ates
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NA
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DO
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Handout ID 33Personal Identification:Family
NAME-to FIRST LAST
COUNTRY
NAMELast First
Single / / Married / /
NAME OF HUSBAND/WIFELast First
NAMES OF CHILDRENLast First
184
Handout ID 4.1Personal Identification:Address
Name
Country
1. Street
City
State
Zip Code
2.Number Street Apt. #
3.City State Zip Code
4. ADDRESSNumber Street Apt. #
City State Zip Code
5. Name CountryLast First
AddressNumber Street Apt. #
City State Zip Code
185
Handout ID 5.1Personal Identification:Telephone
NAMELast first
ADDRESSNumber Street Apt. #
City
TELEPHONE ( )
State Zip Code
NATIVE COUNTRY
/ / MALE / / FEMALE / / SINGLE / / MARRIED
NAME OF HUSBAND/WIFELast First
NAMES OF CHILDREN M/F
1186
Write the questions and answers.
Ott
1. What time do you get up? 2.
I get up at 6:00.
3. 4.
5.
Name
Handout TC 2.1Time/Calendar:Daily Rouune
I
187
6.
8.
10.
7.
9.
Handout TC 2.1Time/Calendar:Daily Routine
188
Wha
t tim
e do
you
Nam
ege
t up?
go to
wor
k?ea
t lun
ch ?
.go
hom
e?w
atch
T.V
.?go
to b
ed?
Handout T/C 4.2Time/Calendar:Months
Draw a line to the same month - from the long form to the short form.
JANUARY
FEBRUARY
MARCH
APRIL
MAR.
JAN.
AUG.
FEB.
MAY SEPT.
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
190,
DEC.
OCT.
JUNE
MAY
NOV.
APR.
JULY
Write the long forms of the months.
Example: Dec. December
1. Jan.
2. Feb.
3. Mar.
4. Apr.
5. May
6. June
7. July
8. Aug.
9. Sept.
10. Oct.
11. Nov.
12. Dec.
191
What time is it?
A. 6:30
E.
I.
B.
F.
J.
C.
C.
H.
Handout TC 1.1Time/Calendar:Time
D.
H.
L.
Set the clock.
7:00 Rnn 10:00
192
3:00
What time is it?
Put an X on the clock with the correct time:
Example: Teacher: "It's four fifteen."
Student:
1.
2.
3.
4.
Handout TC 1.2Time/Calendar:Time
A 8 C DIMO
193
Wha
t day
is it
?
Tue
sday
Wed
nesd
ayl
Thu
rsda
yF
riday
Sat
urda
Sun
day
Mon
day
45.
7__
____
__ _
____
__.
_...
..
_ _
.
Sun
day
S)
Sun.
8
Handout T/C 3.2Time/Calendar:Days
NAME
Draw a line to the same day - from the long form to the short form.-6119
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
WED.
FRI.
SUN.
SAT.
MON.
TUE.
THU.
Draw a line to the same amount.
Handout SH 1.=Shopptng.Money
ar.TIIK I NITtlf STATFAlleAmr.111'% nye."
1934:11:rI 1?,
"01
i 196
1.
2.
3.
4.
Circle the money you hear.
149
Name
Handout SH 13Shopping:Money
197
What color is it?
1. white
Name
Handout SH 2.1Shopping:Price
4.
5* 6.
How much is the shirt?
1. shirt 2.
4.
$18.25
5.
199
3.
6.
Handout SH 2.2Shopping:Price
Name
SM
T W
TF
S1
23
45
67
89
10II
1213
1415
16 1
718
19 2
0 21
22
23 2
4 25
26
27 2
8 29
30 3
1.0
.
SP
IT
11
I2
67
89
1314
1516
20 2
1 22
23
2427
28
TF
S
34
510
II12
1718
19
25 2
6
SIIT
WT
FS
12
36
78
9 10
1314
15 t6
17
20 2
1 22
23
2427
28
29 3
0 31
45
II12
18 1
925
26
SM
TW
TF
S3 10 17 24
4 11 18 25
5 12 19 26
6 13 20 27
7 14 21 28
1 815 22 29
2 9 16 23 30
SH
TW
TS
SP
ITW
TF
SS
PIT
WT
FS
SP
ITW
TF
S1
23
45
67
12
34
12
12
34
56
89
10II
1213
145
67
89
1011
34
56
78
97
89
10II
1213
IS16
17
1819
20
2112
1314
1516
1718
10II
1213
1415
1614
158 16
1718
1920
22 2
3 24
25 2
6 27
28
1920
2122
2324
2517
1819
20
2122
23
2223
2425
2627
29 3
0 31
2627
2829
3024
25
26 2
7 28
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MARCHAPRILMAY
JUNEJULYAUGUST
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SEPTEMBEROCTOBERNOVEMBER
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National Library of Education (NLE)
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